Search results for author:"Catherine D. Bruce"
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Supporting Students with Learning Disabilities to Explore Linear Relationships Using Online Learning Objects
PNA Vol. 7, No. 1 (2012) pp. 21–39
The study of linear relationships is foundational for mathematics teaching and learning. However, students' abilities to connect different representations of linear relationships have proven to be challenging. In response, a computer-based...
ZDM: The International Journal on Mathematics Education Vol. 47, No. 3 (June 2015) pp. 319–329
This paper outlines the new opportunities that that will be changing the landscape of geometry education at the primary school level. These include: the research on spatial reasoning and its connection to school mathematics in general and school...
International Journal of Mathematical Education in Science and Technology Vol. 40, No. 6 (2009) pp. 713–727
Students have difficulty learning fractions, and problems in understanding fractions persist into adulthood, with moderate to severe consequences for everyday and occupational decision-making. Remediation of student misconceptions is hampered by...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 23, No. 2 (April 2007) pp. 146–159
Self-assessment is a powerful technique for improving achievement. In this article we outline a theory of teacher change that links self-assessment by teachers to their professional growth. This theory provides avenues for peers and change agents to ...
Journal of Computer Assisted Learning Vol. 25, No. 6 (December 2009) pp. 562–573
Previous research has examined factors influencing teacher decisions to integrate technology using between-teacher designs. This study used a within-teacher design to compare students who were assigned multi-media learning objects for learning...
Journal of Educational Computing Research Vol. 45, No. 4 (2011) pp. 433–454
The aim of this study was to identify when and how the interactive whiteboard (IWB) functioned as a productive tool that impacted student learning in mathematics. Using video data, field notes, and interview transcripts from 1 school year in two...
Teaching Mathematics and Its Applications: An International Journal of the IMA Vol. 30, No. 3 (September 2011) pp. 120–137
Studies incorporating technology into the teaching of trigonometry, although sparse, have demonstrated positive effects on student achievement. The optimal sequence for integrating technology with teacher-led mathematics instruction has not been...
The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 26, No. 8 (November 2010) pp. 1598–1608
This paper reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada, and investigates the relationship between teacher efficacy and student achievement. Before...
Jan L. Plass; Catherine Milne; Bruce D. Homer; Ruth N. Schwartz; Elizabeth O. Hayward; Trace Jordan; Jay Verkuilen; Florrie Ng; Yan Wang; Juan Barrientos
Journal of Research in Science Teaching Vol. 49, No. 3 (March 2012) pp. 394–419
Are well-designed computer simulations an effective tool to support student understanding of complex concepts in chemistry when integrated into high school science classrooms? We investigated scaling up the use of a sequence of simulations of...